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Common Core PD SIS- Close reading
Transcript of Common Core PD SIS- Close reading
Coordinator, Graduate Reading Program
Southern Connecticut State University
"The teaching of reading veered off track when personal connections began to dominate the teaching and testing of comprehension... often leaving the text itself a distant memory."
CC.RA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it. Cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
CC.RA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
CCRA.R.5 Analyze the structure of texts, including how specific sentences, paragraphs , and larger portions of the text (eg. a section, chapter, scene, or stanza) relate to each other and the whole.
CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text.
CC.RA.R.10 Read and comprehend complex literacy and informative texts independently and proficiently.
The Core to Common Core
The Close Reading
Dr. Fisher Part 2
Close Reading Defined:
The careful and purposeful interpretations of a text, wherein which readers pay close attention to the way ideas unfold as they are read.
In other words close reading encourages readers to think and to understand what they are reading. They are thinking about what the text says, how it says it, what the text means, and what the text means to them. Therefore by close reading students will build habits that will enable them to interact with text with stamina and the skills to do so independently.
Teach Students to Ask the Questions:
What is the author telling me here?
Are there any hard or important words?
What does the author want me to understand?
How does the author use language to
add to the meaning?
*Have students notice the details in the passage and can they recount those details in their own words.
*Paraphrasing is the first stop along the journey to close reading
*Hard or important words help students ZOOM in the exact meaning.
!!!!! Once students have a basics of what the author is telling them- they are ready to move on to analysis.
Students should begin their analysis with a question, so the will be ready to infer what the author is showing them without directly stating it.
How text is written is as important as the content itself in getting the author's message across. Students should look at word choice, structure, figurative language, features, syntax, literary devices,rhythm, context, tone and any shifts in style.
Assess the text
knowledge of vocabulary
Themes or the big picture
What it looks like